A discrepancy exists between children's ability to compute and their ability to solve mathematical word problems. The literature suggests a variety of methods that have been attempted to improve this skill with varying success. The utilization of manipulatives, visualization, illustration, and emphasis on improving listening skills all were incorporated into this practicum. The children had the opportunity to write their own word problems. At no time were students taught to rely on key words but rather to reason. All problems were read to the children. They were not permitted to read along with the teacher. The percentage of children improving problem solving skills rose favorably from the pre-test to the post-test. (The document includes the purpose of the project, a brief literature review, a summary of the methods used, results, and recommendations. Appendices include the pre-test and post-test, and student math score data.) (Author/CW)